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0600418050North-West University Mafikeng Campus Library
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No: 16086120
A d
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Mast
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-DECLARATION
l, Klaas Sekutudi Aphane declare that the research for the degree of Masters of Education (Curriculum Development) at the North West University hereby submitted, has not been submitted previously by me for a degree at this or any university, that is my own work in design and execution and that all material contained herein have been duly acknowledged.
DEDICATION
I dedicate this work to my wife Mpho and my daughters Rabeka and Relebohile and my son Edward Aphane for their selfless love and care, for teaching me to persevere and to love God and man, and much more for making me what I am today.
..
ACKNOWLEDGEMENT
I wish to acknowledge the support, co-operation. guidance and enc')Ut~ll the following people who enabled me to complete thrs study successfully
Firstly, my unreserved gratitude goes to rny supervisors Or f\ilnllll ,ltl•·ll Oebeila J.R and Prof Lumadi M.W for their patience. guid31lCI ,111d throughout the study. Their experience and expertise were 3 grPt:ll · inspiration and motivation at every stage of tile study.
Kind regards to principals. head of departments and educators of differ' "' from the Greater Delareyville Area Project Office who willin!JIY c:orlrplt 1 1 questionnaire for the study.
Thanks to many of my good friends in the education fr aternily. vtho c~c;sr~~t· 'I r the distribution and collection of questionnaires at vanous school:; The11 lliltJ too many to mention here. yet I sincerely acknowledge and apprr:·t 1 •'• assistance.
To my late parents, David and Sinah Aphanr> my wife Mpho. my d<wqillt'r · Relebohile and my son Edward for their love. surport, motivation
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the period of the study.Last, but most importantly, I thanl< God for grving me l11e strengt11. wrsrl<llll and good health to complete this immense task.
ABSTRACT
THE INFLUENCE OF PARENTAL INVOLVEMENT IN LEARNING AND TEACHING IN THE FET PHASE (GREATER DELAREYVILLE APO)
The purpose of this study is to examine the influence and level of parental involvement in the FET phase in Greater Delareyville and to identify the causes of poor parental involvement in learning and teaching.
Parents have capabilities and responsibilities of creating vibrant learning areas to promote learners' performance. On the other hand, it is believed that a child, who has not developed any sense of security and competence at home, will fail to explore his/her world and develop a sense of curiosity that is essential for learning and teaching. It is further noted that situational analysis is the best effort to be carried out by parents to ensure that the environmenUcontext in which the children learn is appealing and attractive to fulfil their needs. The problem is while parents should be interested at all costs in the life of their children, watch their moves, guide, advice them regularly, control their work and ensure that they are free to do their work without disturbance, many parents seem not to be interested. This also affects the children and parents of schools in the Greater Delareyville Area. In other instances, teachers blame parents for their lack of interest in their children's education.
Data was analysed qualitatively and quantitatively. A computer aided statistical analysis was employed to compute the results of the study.
The population for the study was drawn from the secondary schools of the Greater Delareyville APO. Out of the 200 secondary schools in the Greate:r Oelareyville APO. 50 schools were randomly selected for the study. From each cf ~he 50 random·~~ selected second a~' c:c!:~~!::; ;;-;
t:
.c:; Greater De!areyville APO: a principal, deputy prrncipal, departmental head and an educator were requested to complete the questionnai1e. The sample of (N=200) was composed cf a totai of (4) responde~ts from each of the 50 randomiy selected secondary schools in the Greater Delareyvilie APO.Fror,; the findings of the empirical study and literature rev1ew. it 1s revealed ~na: parental mvolvement in the teaching and learning should be effective. !t !s r.ooed ~1:2: by impleme:1tir.g vaiious dec1s1ons made by the committee developed by schools, parents will be more involved in the teaching and learning of their children as they feel that their decisions are seriously considered.
The following key words are important in the study as they sum up the writer's ideas in his work. They are thus briefly explained in terms of how they relate to one another in order to reflect a concrete topic of research.
Parental involvement is a broad term that includes several forms of participation in education and with the schools in which parents can support their children's schooling by attending school functions and responding to school obligations such as parents- teacher conferences. The primary aim of this involvement is to improve their children's schoolwork, providing encouragement, arranging for appropriate study time and space, modelling desired behaviour, monitoring home-works and actively tutoring their children at home. ( Cotton & Wikeland, 2009; 235)
Learning is an activity in which the person being taught actively wishes to benefit from the teaching and absorbs particular learning content or by constructing meaningful and structured information in his or her own mind. As acts of teaching and learning are thus polymorphous, indicating that they take many forms ( Van Heerden , Van der Merwe, Grobler and Loggerennberg; 2004: 61)
Teaching is an act of appropriately displaying some subject matter with the intent that someone learns it.
fcl
phase refers to Further Education and Training made of various providers such as senior secondary school, technical colleges, National Government Organisations, private training centres, private companies, industry training centres and community colleges, (Policy Document, 1997: 9). However, this study focuses on parental involvement in high schools.CONTENTS
DECLARATION DEDICATION
ACKNOWLEDGEMENTS ABSTRACT
TABLE OF CONTENTS LIST OF ACRONYMS LIST OF TABLES LIST OF FIGURES
TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION AND BACKGROUND
ii iii iv v ix X xi
1.1 INTRODUCTION AND BACKGROUND ... 1
1.2 STATEMENT OF THE PROBLEM ... 5
1.3 RESEARCH QUESTIONS ... 6
1.4 AIMS AND OBJECTIVES OF THE STUDY ... 7
1.5 SIGNIFICANCE OF THE STUDY ... 7
1.6 LIMITATIONS AND DELIMITATIONS ... 8
1.7 DEFINITION OF TERMS ... 8
1.8 CHAPTER OUTLINE ... 10
CHAPTER TWO LITERATURE REVIEW 2.1 INTRODUCTION.. ... .. ... 12
2.1.1 DUTY OF CARE ... 14
2.2 THE THEORETICAL BACKGROUND OF THE STUDY ... 18
2.2.2 THE LABELLING THEORY... . ... 20
2.2.3 COMMUNICATION THEORY. ... 21
2.3 REASONS FOR PARENTAL INVOLVEMENT. ... 22
2.3.1 PARENTAL INVOLVEMENT AS A RIGHT AND OBLIGATION ... 22
2.3.2 PARENTAL INVOLVEMENT OFFERING DIRECT BENEFITS ... 23
2.3.3 PARENTAL INVOLVEMENT AS A SOURCE OF MOTIVATION ... 25
2.4 THE LEVEL OF PARENTAL INVOLVEMENT. ... 26
2.5 PARENTAL INVOLVEMENT BEYOND SOUTH AFRICA. ... 28
2.6 CAUSES OF POOR PARENTAL INVOLVEMENT ... 31
2.6.1 FAMILY STRUCTURE AND EDUCATIONAL LEVEL.. ... 32
2.6.2 GIFTED CHILDREN ... ... .. .... ... ... .. . 33
2.6.3 ANTISOCIAL AND PEER PRESSURE AGAINST INVOLVEMENT. ... 34
2.6.4 TYPE OF SCHOOL... 37
2.6.5 PARENTS' SELF EFFICACY FOR HELPING THEIR CHILDREN ... 39
2,7 STRATEGIES TO IMPROVE PARENTAL INVOLVEMENT. ... 40
2.7.1 EMPOWERMENT THROUGH PARTNERSHIP AND COMMUNICATION ... 40
2.7.1.1 CHANNELS OF CONSULTATION AND COMMUNICATION ... 48
2.7.2 MANAGEMENT... 51
2.7.2.1 GUIDELINE ON SCHOOL PARENTAL INVOLVEMENT COMMITIEE ... 55
2.8 DEALING WITH HIV/AIDS IN SCHOOLS... 57
2.9 SUMMARY OF LITERATURE FINDINGS ... 59
CHAPTER 3 RESEARCH METHODOLOGY 3.1 INTRODUCTION.... . ... ... ... ... ... ... .. . . ... ... .. ... .. ... ... .. 60
3.2 RESEARCH DESIGN... 60
3.3 QUALITATIVE AND QUANTITATIVE APPROACHES ... 51
3.4 POPULATION AND SAMPLING... 62
3.5 DISTRIBUTION AND RESPONSE RATE. ... . C"l ···~···•··· VL 3.6 iJATA ANAL YS!S... 63
3.7 INSTRUMENTATION AND DATA COLLECTION... 64
3. 7.1 INTERVIEWS AS A RESEARCH TOOL. ... 65
3.7.3 ADVANTAGES OF QUESTIONNAIRE METHOD... .67 3.7.4 CONSTRUCTION OF QUESTIONNAIRE ... 68 3.7.5 ADMINISTRATION OF QUESTIONNAIRE. ... 68 3.8 ETHICAL CONSIDERATION ... 69 3.8.1 COVERING LETTER ... 69 3.8.2 PERMISSION ... 69
3.8.31NFORMED CONSENT, RESPECT AND TRUST. ... 70
3.8.4 ANONYMITY ... 70
3.8.5 PRIVACY ... 70
3.9 VOLUNTARY PARTICIPATION ... 71
3.10 CONCLUSION ... 71
CHAPTER4 RESULTS AND INTERPRETATION 4.1 INTRODUCTION ... 72
4.2 REVIEW OF THE PARTICIPANTS ... 72
4.3 BIOGRAPHICAL DATA ... 72
4.4 DEMOGRAPHIC PARTICULARS OF RESPONDENTS ... 77
4.5 TOPIC RELATED QUESTIONS ... ?? 4.6 RESPONSE TO INTERVIEW QUESTIONS ... 81
4.6.1 RESPONSE TO INTERVIEW QUESTIONS FOR PARENTS ... 82
4.6.2 RESPONSE TO INTERVIEW QUESTIONS FOR LEARNERS ... 86
4.6.3 RESPONSE TO INTERVIEW QUESTIONS FOR SGB CHAIRPERSONS .... 91
CHAPTER 5
DISCUSSIONS OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
5.1 INTRODUCTION ... 95
5.2 SUMMARY ... 95
5.3 RESEARCH FINDINGS ... 96
5.4 RECOMMENDATIONS ... 97
5.5 RECOMMENDATION FOR FURTHER RESEARCH ... 98
5.6 CONCLUSION ... 99
REFERENCE$ ... 100
LIST OF ACRONYMS CELP NGO'S OBE FET GET SASA SGB SMT APO RSA HSRC HIV AIDS STD IN LOCO PARENTIS
- Centre for Education Law and Education Policy -Non -Government Organisations
- Outcomes-Based Education
-Further Education and Training
-General Education and Training
-South African Schools Act
- School Governing Body
-School Management Team
-Area Project Office - Republic of South Africa
-Human Sciences Research Council -Human lmmunovirus
-Acquired Immune Deficiency Syndrome
-Sexually transmitted disease
LIST OF TABLES
Table 3.1 Distribution of the sampled population Table 3.2 Response rate of respondents
Table 4.1 Biographical particulars of respondents Table 4.1.1. Age of respondents
Table 4.1.2 Gender of respondents
Table 4.1.3 Language used by respondents Table 4.1.4 Qualifications of respondents Table 4.1.5 Position held by the respondents Table 4.2 Topic related questions
xi
-LIST OF FIGURES
Figure 2.1. Illustrates necessary stages that can be used to promote parental empowerment
Figure 2.2. Indicates a guideline that can be used to encourage the effective involvement of parents
Figure 4.1. Reflects the location of the school
Figure 4.2. Is an indication of gender majority of learners Figure 4.3. Indicates the type of school
CHAPTER 1
ORIENTATION OF THE STUDY
1.1. INTRODUCTION AND BACKGROUND
The role of parents in managing their children's experiences at home and school has long been considered critical for children's success in schools. Many researchers have conducted systematic and extensive investigations on parental involvement during the early years and the middle grades of schooling and their findings are that there is good achievement on the learners' performance when there is active parental involvement in learning and teaching. (Brown. 2009: 1 ).
This study focuses on the influence of parental involvement in learning and teaching in the Greater Delareyville Area Office in the FET phase. This area falls under Dr. Ruth Segomotsi Mompati Region. Most parent residing in this area are not working and others how are working work very far from their families like Rustenburg and Johanesburg. This means that their contact time with their
children and the schools is negatively affected. A large part of Greater
Delareyville Area Office comprises of rural areas such as Madibogo, Setlagole, Kraaipan, Atamelang, Ganapan , Kopela, Morena, Khunwana, Middleton A and 8, Madibogo-pan and Ganalaagte. Only some areas close to Dellareyville and Atamelang can be classified as urban areas. These areas hc:va little advantage of resources and other facilities as they are close to the area office. Most families are located far from the schools where there is also lack of transport and this makes it difficult for parents to attend different meetings organised by the schools.
There are four main clusters in Greater Delareyville Area: Madibogo, Kraaima, Ganapan, and Mahunwana. Most learners residing in this area live with their
grandparents while only few of them live with their parents. Other children are expected to take responsibility of their families due to the parents' death or work far from their homes. Many parents work as far as Johannesburg, Klerksdorp and Rustenburg while only few of them are employed in Mafikeng and Delareyville.
Since most of the parents are pensioners while others are not working and possess a limited knowledge of their children's educational demands, including the fact that they (the parents) are mostly not well educated, it is a serious challenge for parents to be effectively involved in their children's learning and teaching activities. High failure rate, teenage pregnancy and drop-out rates are serious issues affecting schools especially in the higher grades as children lack sufficient guidance, support and motivation from their parents. In many instances, schools experience poor discipline from learners and managers try in vain to get parents involved when learners misbehave.
This study is essential to awaken the spirit of active parental involvement in learning and teaching especially in the FET phase. Parents and teachers in this phase need to work together to improve learning and teaching.
In this light, this dissertation will attempt to address the ongoing concern about parental participation in learning and teaching of children in high schools in the Greater Delareyville Area and by tracing factors affecting continuity and change in parental involvement on learners' performance in the last year of their secondary schooling. Wescott and Konzal (2002:13) argue that involving parents in schools is more difficult now than it once was. even if many pc;::-er.ts are aware of many benefits they will have due to their active involvement in education; some parents do not find time and energy to become involved or to adhere to schedules for school events. For some parents, a visit to schooi is perceived as an uncomfortable experience, perhaps a holdover from their own school days. 0!hers :-:;a;; :;a·ve thc3ir" r1ands full With a job and other children to take care of.
In clear terms, parents have neglected what was initially one of their best areas of accountability and responsibility. They attend school events that are open to
the general ;ole as spectators, not active participants. As a result there is a need to interact with the roles of parents in learning and teaching as a way to understand the level of their support in education and the significance of this support to learners' performance (Wescott & Konzal, 2002:34).
Although research has established that family involvement in children's education is an important factor for students' success in schools, it is also linked to having a part in community services, recreation and family programmes. As a process, it ranges from occasional attendance of school functions to partnership through parent- teacher organisations and parent management bodies.
This means that parents have a specific and fundamental role to play in the learning and teaching process of children in schools which is a primary setting for this discussion. It means that parental involvement is a broad term in which parents are given a vast responsibility on their children's development and learning processes (van der Westhuizen, 2003: 24).
Parental involvement is also understood as a broader term that describes all manners of parent-program interac~ion, policy making, parent education, fundraising, volunteering and even the simple exchange of information of various sorts with staff members. In most schools only a minority of parents are actively involved in their children's education and schools regularly complain that many parents never come to school. There are important advances that have been made in the theoretical conceptualisation of parental involvement in learning and teaching and are thus briefly explained below in Epstein's six types of parental involvemel"!t to c!arlfy d:ffarant support that parents should offer to schools (Epstein; 2001:113-114).
• The basic obligations of parents include ensuring children's health, safety, developing and maintaining oarenting ~k!!!s :=~~ child-reaiing approaches that prepare children for school. Food, clothing and shelter are the basic needs fer children to prosper academically.
• The basic obligations of schools refer to the communication that parents have with schools in connection with children's activities and progress. Schools should have improved communication methods where information is accessible and inviting to parents.
• Parental involvement at school refers to parental volunteering in school related activities such as painting of the school classes, cleaning the school environment and participating in sports as a soccer patron.
• Parental involvement in learning activities at home is when parents assist in school related activities such as helping with homework.
• Parent involvement in decision making is when parents are actively involved in committees or groups at schools. This is where parents should voice their concerns and contribute to the decision making of the school.
• Collaboration and exchanges with community organisations refers to the relationship parents have with the community or groups in order to share responsibility and ensuring success in children's education.
However, ~!! the typas cf
paienta:
iiivuive.-.-.~ni indicated above, attach similar significance that in certain schools where parental support is low at home, learners performance at school will also be low and vice versa. In support to this statement, Gestwicki (2004:133) states that when parents become actively involved in the children's programmes, there is a correlation with later school success. The education system is mev1tably linked to parents and communities. It is further argued that all education systems which succeed generally have a strong community ~nd parent support that identify with school objectives andschool processes. By school objectives and processes, this refers to the different roles that parents wi!l play to ensure that the main aim of education, which is to teach, becomes successful.
Parents have capabilities and responsibilities of creating schools to be vibrant learning and teaching areas to promote learners performance. On the other hand "a child who has not developed any sense of security and competence at home, will fail to explore his world and develop a sense of curiosity that is essential for learning and further insists that situational analysis is the best effort to be carried out by parents to ensure that the environment/context in which children learn is appealing and attractive to fulfil their needs" (LeRoux, 2000: 190).
Parents therefore have powers to guide children on the selection of schools, friends, materials (movies, TV programmes) with which they can fulfil their learning and teaching demands. Moloi (2005:15) mentions that parents of learners should regard themselves as learners. It means that each and everything that a learner does at school and outside binds the parents. Parents should be interested at all costs in the life of their kids, watch their moves, guide and advice them regularly, control their work and ensure that they are free to do their work without disturbance. This is also the case with the children and parents of schools in the Greater Delareyville APO.
1.2 STATEMENT OF THE PROBLEM
School age children spend (60%) of their waking hours including weekends and holidays outside schools (with parents) and only (40%) of their time is spent at schools ·:.dth teachers. According to tne time indicated above, it shows that if parents cannot use their children's time effectively, for guidance, motivation and support, teachers cannot do it within limited time they spend with children at school (Department of Education, 2001 :67).
The preambie prefacing the drafting of the South African Schools Act 1996, reflected their new national system of basic education was created in South
Africa based on the principles of democracy. unity, partnership, involvement of stakeholders and non-discrimination {Tshivhusiwe , 2010.1 ).
Despite the ideals of the new national system of education advocating for learners, parents and teachers working together, it is not always easy for parents to find time and energy to become involved and to coordinate with schedules for school events. For some parents, a visit to school is perceived as an uncomfortable experience, perhaps a holdover from their own school days. Other may have their hands full with a job and other children. Even if school educators make some efforts to communicate with parents and encourage parental involvement in children's learning experience, some parents are uninvolved (Brown, 2009: 1-3).
In the Greater Delareyville Area Project Office, several dissatisfactions about the learners' performance often arise. The Department of Education, parents, educators and learners have several times blamed one another for poor matriculation results. From the speech by the MEC For education at Madibogo village in 2006, the parents were urged to play an active role in their children's learning and teaching activities to ensure that their performance improves (keynote address by the former MEC to Madibogo parents and principals in 2006).
Given the above concern, the researcher was prompted to conduct the study on the influence that parents have in learning and teaching of their children especially in the high schools around the Greater Delareyville area. The researcher's concern is that if parents do not play a meaningful role in education of their children, high percentage of learners' drop 011t and fa!!ure rate 'Ni!! occui.
1.3 RESEARCH QUESTIONS
The following research questions guided the study.
• VVhat :s the :nfluence of parentai invoivement on Ieamer performance especially in high schools?
• To what extend does the level of parental involvement affect learner performance?
• What is the cause of both poor and active parental involvement in learning and teaching?
1.4 AIMS AND OBJECTIVES OF THE STUDY
• To examine the influence of parental involvement in learning and teaching.
• to determine the level of parental involvement in learning and teaching of children in schools.
• to identify the causes of poor parental involvement and evaluate methods to improve parental involvement in learning and teaching.
1.4 SIGNIFICANCE OF THE STUDY
Parental involvement is an essential element for children's' performance in almost all schools and it needs to be effectively considered and enhanced. This study is of great importance as it will reveal the challenges that parents often meet in their attempts to support their children in learning and teaching. A related solution to the problems in the involvement of parents in learning and teaching will lead to active parental involvement in which learning and teaching will be improved.
This study will further be devoted to the developmental processes of intellect and knowledge
l
earners
,
p2re!'"!ts znd cd\..icato;s' feelings, attitudes and perceptions will be directed towards the attainment of good results for grade 12 learners in Greater Delareyville Area Project Office. It means that this study serves to incorporate different elements (learners, parents, educators) to operate as a unit and not as individuals. in order to provide a conducive, lear;-;ing and teaching env!ronr,er.t. If iecommendations made by th1s study are well considered and implemented, the Department of Education will benefit as it will encourage collaboration and team work in schools ...., (
1.5 LIMITATIONS AND DELIMITATIONS
The researcher recognised that there can be weaknesses in the operational definitions that restrict the abstract generalisation. As the researcher is working and conducting this study on part time basis, the researcher might not get sufficient time to do the study to his satisfaction. Due to the limited geographical scope of the research, findings must be treated with caution with regard to generalisations. The researcher acknowledges that limitations, which are prevalent, may limit the credibility of the findings and restrict the population to which the findings
can
be transferable. The study will be limited to Greater Delareyville APO in the junior secondary schools (Grade 7 -9) and senior secondary schools (Grade 1 0-12).1.7 DEFINITION OF TERMS
• Parent defined as educators, perhaps the most effective educators that their children have, but they are not educationalists (Bastiani, 1999: 8). This definition signifies a meaningful role in our discussion as it places a parent's role at the highest level, a role that is inevitable in all the developmental stages of a child.
According to Gestwicki (2004: 44) parents are 'advocates· working to convince the community of what actions must be taken on their behalf. There is a
common
understanding in these four definitions that parents are pillars in the learning and teaching of their children.• Learners: defined as sponges, waiting to absorb the knowledge presented to them, and many part of the environment-government, community pressure groups, religious and other special interest groups-demand input into what children are taught and how it is taught. (Ballantine, 1999: 224).
• Parental involvement van der Westhuizen (2003:24) mentioned that parental involvement is aiso a process that ranges from occasional attendance of school functions to partnership through parent-teacher
organisations and parent management bodies. The two given definitions attach similar importance to this discussion as they both reflect parental involvement as a process where adult's accountability and responsibility are driven towards achievement of goals, objectives and aims in learning and teaching exercises of their children.
• Family support -Is defined by (Johnson, 1998:10) as a process not only based on parent's skills but on the right of the parent to guide his or her child through the schooling years without overriding regard to decision making made by other parents or to collective arrangements made for education by the state.
• Family - Is defined as the child's most promising champion and a fit senior partner of a decision making team. Family is a collection of people who pull resources together and help each other over the long haul. In simple terms families may include people not only related by blood and hereditary bonds (Gestwicki, 2004: 15).
• Performance -Abraham (2009:40) sees performance as the final stage of partnership in which the most powerful amount of cooperative advantage can be achieved. Performance is a continuous process where managers and staff members jointly identify the mission, vision and the output (responsibilities) expected from the individuals and then use this set as standard to assess the performance and behaviour of the employee (Spansberg, 1999:1 09).
The stated definitions clearly reflect learning and teaching organisations as institutions of collaborative operations where elements should work together to produce good results. In our discussion, parents should work
children's performance. These definitions reflect good results as a product of joint venture between parents and schools.
• FET phase:- it is defined as Further Education and Training which is made of various providers such as senior secondary school, technical colleges, National Government Organisations (NGO's), private training centres, private companies, industry training centres and community
colleges (Policy documenVDepartment of Education,1997:7).
1.8 CHAPTER OUTLINE
CHAPTER 1: ORIENTATION
This chapter serves as a basic introduction to the researcher's scope of work. In
the statement of the problem, the researcher's primary concern about the research topic was highlighted while the limitations/delimitations, significance and aims and objectives of this study gave the overall implication that offers direction and guidelines to the study. This chapter briefly serves as the researcher's basic foundation and guideline on which to propagate his research findings.
CHAPTER 2: REVIEW OF THE LITERATURE
The researcher supported arguments with valid and reliable information revealed from various literature texts including magazines, newspapers and forums related
to the research study. These literature sources have been thoroughly studied and analysed with the primary aim to fill knowledge and information gaps prior to the literature-review.
CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY
Chapter three will emphasise the research methodology. Terms such as
population. sampling, data collection, quantitative and data anaiysis have been
vividly explained and applied in the research.
CHAPTER 4: DATA ANALYSIS AND INTEPRETAT!ON
In chapter four the emphasis will be on the empirical findings and will focus on what has been found from the application of the research methodology in chapter three. The strategies and methodology discussed in chapter three will be used to create a logical understanding of the findings in chapter four.
CHAPTER 5: DISCUSSIONS OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Chapter five will provide an overview of the research together with the researcher's recommendations. In other words, a summary of the research will be provided in the form of a conclusion and recommendations.
2.1 INTRODUCTION
CHAPTER 2
LiTERATURE REVIEW
The Bill of Rights is the cornerstone of democracy in South Africa. It enshrines the rights of all people in our country and affirms the democratic values of human dignity, equality and freedom (RSA, 1996 Sec.? (i)). The state must respect, protect, promote and fulfil the rights in the Bill of Rights. Section 9 (i) states that everyone is equal before the law and has the right to equal protection and benefit of the law. Everyone has inherent dignity and the right to have their dignity respected and protected.
Since the dawn of the democratic order in 1994, schools as organisations have been striving to offer quality education to learners. Schools need to plan and implement quality assurance strategies that would culminate in school improvement. Improving schools is probably the most important task facing schools in the 2151 century (Bray, 2000:18).
The South African Schools Act (SASA) aims at the improvement of the quality of education for all learners. With reference to the functions of the SGBs section 20 of the act states that "the School Governing Body of a public school must promote the best interests of the school and strive to ensure its development through the provision of quality education for all learners at the school". Furthermore, section 36 deals with the responsibility of a school governing body that "a School Governing Body of a public school must take all reasonable measures within its means to supplement the resources supplied by the state in order to improve the quality of education provided by the school to all learners at the school" (Department of Education, 2005: 19).
The Act therefore seeks to change education for the better with the emphasis on equity and effectiveness, access, better faciiities, better trained educators, better methods of teaching and better school conditions.
The South African Schools Act No.84 of 1996 (RSA, 1996 b) makes prov1s1on for a uniform system of education in the whole country. There has to be uniformity in the organisation, governance and funding of the schools (RSA. 1996b).The learners in the care of the principal and educators are included and are regulated by this act. Section 20(1) (e) of the act makes it clear that the governing body must assist the principal and educators of the school in the fulfilment of their professional duties.
"In loco parentis" is a Latin term meaning "in the place of the parenr. The most important implication for the educator as an in loco parentis person is twofold: On the one hand it gives the educator the right to discipline the child, and on the other hand he/she has the obligation to care for the child. In loco parentis does not imply that the parent will be exempted from his/her duty towards the child. The parent remains the primary educator. The professional educator plays the role as a secondary educator in the school situation (Bray, 1999: 17).
The educator has the autonomous right to authority over the child. This is based on the South African education philosophy. School rules will assist the educator to maintain authority and discipline in the school. School rules must satisfy the norms and values of the community in which the school is situated. The obligation with regard to caring supervision is that the educator must look after the physical well-being of the child. It is important that the educator must identify areas of potential parental involvement in the school premises such as science laboratories, workshops, gymnasiums, etc. It must be noted that when a person is in an in loco parentis position he/she must treat the child as if the child is his/her own child (Ngober::, 2CC9.58).
2.1.1 Duty of care
Duty of care is defined as the moral or legal obligation to attend/protect a minor (Bray, 2000: 18). The parent is the primary educator and therefore it is the duty and obligation on the part of the parent to provide for the basic needs of the child and to protect the child against any sort of danger.
It is not possible for the parent to take care of all the aspects of the child's education. Therefore he/she has to seek assistance from the professional educator. The educator has a delegated, as well as legal duty, of care towards the children under his/her care. The educator has the duty to protect the child from any form of danger. The implication of the original duty of care is that not only will the educator be obliged to see to the well being of the child; the educator will also be obliged to take suitable steps to ensure that the educational occurrences at the educational institution continue in a safe environment.
The in loco parentis position grants the educator the right to maintain authority over the learners under his/her care. This means that the educator has the same rights and duties as a parent in connection with the legal duty of care. Due to the professional training of the educator, the educator is expected to be involved in learner activities in order to achieve effective teaching and learning in schools (Bray, 1999:18).
Also, a Code of Ethics should be established by teachers' organizations since such codes contribute to the prestige of the profession and assists to deliver the duties in accordance with agieed principies and guidelines. Every possible effort should be made to promote co-operation between educators and parents in the interest of learners. Parents who have complaints against an educator should be given the opportunity to discuss it in the first instance wfth the school principal and the educator concerned. Investigations of t~'= (:~~;:;!a:iit.; against an eoucator must be conducted in all fairness and no publicity must be given to the proceedings (UNESCO, 2002 a).
UNESCO gives the following guidelines on hew to improve the school envtronment for maximum parental involvement in schools (UNESCO, 2002 a):
• Strive for surroundings that are comfortable and conducive to learning,
play and healthy interaction . and which reduce occurrence of harassment or antisocial behaviour;
• look for and eliminate causes of unintended injury in school buildings and school grounds;
• establish and enforce codes of conduct that protects learners from sexual harassment or abuse by other learners or school staff;
• prohibit physical punishment of learners by school staff;
• prohibit weapons on school premises and establish and enforce rules against all kinds of violence and bullying;
• promote the rights of all stakeholders through equal opportunities and democratic procedures;
• establish a conflict mediation programme;
• establish peer education programmes, and other mechanisms to encourage• child to child • and parent to child learning and support;
• patrol areas where learners' security may be threatened , including routes to and from school;
• establish, onsite or through referral to community agencies, a counselling programme;
• establish and enforce rules to make the school drug, alcohol and tobacco-free zone;
• make accommodation for learners with disabilities; and
• invo!ve parer.ts in ;::cth;itics to make the school cleaner and prettier, like planting flowers, painting walls or removing garbage or debris from school grounds.
UNESCO (2002) also believes that communities where rasourcec; ==lr-: !i~!te~. numerous health probiems are evident, few public services are rendered, considerable pollution occurs and where a high rate of violence persists, parents can be used to improve the situation.
Poor parental involvement in learning and teaching is one of the serious causes of poor learners' performance and dropout. and sociai factors have been associated with children's failure but when examined in depth, it appears that parental intervention is a much more important factor. (Ames and Archer 1997:67).
The preamble to a Code of Conduct should contain the principles, philosophy and ethos contained in the preamble of the South African Schools Act. No. 84 of 1996. There must be sufficient consultation with the relevant stakeholders such as the school management, educators, learners and their parents. As an inclusive process, it gives learners a feeling of ownership of the rules and also it helps to cater for the needs and ideas of learners. A small group of all the stakeholders must meet and develop the basic principles and rules that should apply within the school. The draft document must then be circulated and discussed with all the stakeholders and inputs and suggestions must be invited to refine the document (Bray, 1999:113). The document becomes the official policy after it has been adopted by the School Governing Body.
Each school may formulate its own Code of Conduct, but while the Code of conduct is developed, the guidelines determined by the Minister of Education must be taken into account. The type of punishment used for various offences must be lawful, fair and supported by the Constitution which prohibits punishment that is cruel, inhuman or degrading (Department of Education, 2005: 27).
According to the South African School Act- Section 8 (1), the governing body of the school must adopt a code of conduct for the school, subject to national and provincial legislation, after consulting with all the relevant stakeholders (RSA, 1996b).
code of conduct for learners after consultation with the learners, parents and educators. Prevention is always bettei than intervention. Staff members and the School Governing Body must be trained on the following aspects:
• Learner education - gang prevention education must be provided for all learners at the school.
• Dress and behaviour codes - the code of conduct for learners must be specific on matters regarding dress style, language use, and other issues which will reduce episode of gang related conflicts in the school. The code of conduct must comply with the departmental policies and the democratic rights of all concerned.
• School safety plans - since gang related violence could occur after school, on play grounds, on the way to or from school, the school safety plan must cater for all learners at all times as much as possible. A well coordinated school safety programme will help to reduce gang related activities and drug abuse. The school safety policy must be developed according to the degree of gang related activities within the specific community.
The main purpose of a Code of Conduct for learners is to create order and discipline and to inc.ulcate self-discipline and character. The Code of Conduct must reflect the constitutional democracy, human rights and transparent communication, which underpins South African society. The Code of Conduct must be subjected to the Constitution of the Republic of South Africa (RSA. 1996 (a), the South African Schools Act (RSA, 1996 (b)) and provincial legislation. The document becomes the official policy after it has been adopted by the School Governing Body (SGB) (Bray, 2000:19).
Sheldon (2002:302) defines parent involvement at the school as involving interaction between the parent and the staff. Thus, involvement is synonymous to
involvement in learning and teaching is when parents take part in any decision-making and developmental processes of their children. if their involvement is not
satisfactory, a hostile relationship between parents and schools often emerge and in this situation learners are not motivated to learn.
The literature reviewed revealed that poor parental participation is caused by varied social classes that parents find themselves in, different types of children they have. lack of parents' interest and capabilities in educational matters and poor family relations (Henderson, 2000:4).
This study will therefore attempt to discuss the issues of parental involvement in any decision making and developmental processes of their children both at school, at home and within the community. This study will further discuss various causes of poor parental involvement and strategies to embark on maximum parental involvement in learning and teaching efforts. Since the study on parental involvement has in many occasions indicated that parents have a wide role to play in the decision making and development processes of their children, both at school and at home, and within the community, it is important to provide a theoretical background on which his study is based.
2.2. THE THEORETICAL BACKROUND
According to Ballantine (1999: 17), there are several theories of interaction that influence parental involvement in the learning and teaching of children and they include the exchange, labelling and communication theories. He strictly maintains that the theory of interaction is a sociological theory of learning that focuses on individuals' interaction with each other in which the successful education of culturally diverse groups of people will largely depend on co-operation and understanding between parents and the school. The results of this interaction are clearly predicted by the manner in which elements work with each other. The three types of interactions and influences on parental involvement will be brieflv discussed hereunder·
2.2.1. The exchange theory
This theory is based on the assumption that there are costs and rewards involved in interaction. Thus, this theory is a reciprocal interaction that binds individuals and groups with obligation. In this theory, parents are inspired and motivated to participate in their children's academic activities seemingly because there are aims and objectives they need to achieve. In their interaction with their children, parents need to guide and motivate their children on their school work. This can be done by praising and rewarding them if they have performed well in their class-work, tests or when they are showing good ability in sports, discipline and cooperation. Parents need to guide and advise their children in times when their children do not perform well. This theory maintains that parents will benefit from the active involvement in their children's education (Ballantine, 1999:11 ).
As Ballantine (1999:11) sees it, there is a wide gap between the children who come from a middle class and those coming from a lower class family. Seemingly, high and middle class families will be able to support their children more often than the lower class families will do, probably because of the economic and educational status of the family. In addition to the above ideas, there are various differences in the incidents and types of parental involvement as students move through the upper elementary and secondary grade. Learners from low class families in higher grades will not receive similar motivation and rewards as children from the middle or high family classes. It shows that a hostile relationship between parents and children from the low class families will emerge as these children will not be actively supported in their school activities (Ballantine, 1999:11 ).
In alignment with the in~eraction ~heory, Oeklcer 8nd l~!W!"!~'" (200~ :236) 3!s0 state that the successful education of culturally diverse groups of people depends largely on co-operation and understanding between parents and schools. It clearly shows that there will be poor results in a system where parents
are not actively engaged in the !earning and teaching activities of their children when on the other hand there will be improved results because of active parental involvement.
2.2.2. The labelling theory
This theory reflects that children from the low class families are not as motivated as children from middle and high class families. In this theory, children from the low class families are likely to copy and incorporate their parents' inability to cope and compete in the socio-economic and educational arena and relate this inability to form part of their self esteem and behaviour while children from the high class families copy and incorporate their parents' ability to cope and compete educationally and economically. They will also relate this ability to form part of their self esteem and behaviour (Ballantine, 1999: 11).
This theory clearly reflects that children from high class families will have high self-esteem and better behaviour than children from low class families. It means that children from educated families in which the father is a doctor , the mother is a teacher and the son is an engineer for example, will like to resemble them by acquiring their status. Parents on the other hand, will actively support their children in order to maintain the label.
The importance of a strong family and caring parents in a child's life can't be overstated because parents are the child's first and most influential teachers. There is evidence that children behave well or badly depending on their parents' expectations, behaviour and attitudes. It means that parents should always behave in acceptable manner as they are consciously or unconsciously making their children to directly copy from them and resemble them in many ways. As leaders, parents are expected to live as good examples in order to encourage children to learn moral issues such as re~9e~t. ll')''e ~rvj ~fiJSt !f !e:r~e~s :re =~!e to copy these values from their parents, they will be able to work with other learners as a team at schooL It is important for parents to show their children that they trust their potential and refrain from calling their children names that do not
show love, trust and passion. In this case. parents should know that if a child is ;epeatedly told that he\she is stupid or incapable, the child will incorporate this label as part of his\her self-concept and behave as the label suggests (Ballantine, 1999:16).
This theory also reflects that some children can be motivated by their families' poor economic and educational background and be willing to break the label. On the same level, parents who are usually labelled poor, uncaring and illiterate become actively involved in their children's education to ensure that their children will succeed academically. It also suggests that parents who experienced great success in business can support their children to become successful businessmen but other parents who feel they have engaged more efforts to succeed, may encourage their children to take their school work more seriously in order to shift from the former label (Ballantine, 1999: 16).
A motivational Speech by Tibane, 06/02/2007, revealed that a family career pedigree is a strong motivational tool enjoyed by children from the middle and high class families. A family career pedigree is a process where a family establishes an interest in a particular type of a career which means that when the father is a teacher, he will encourage the children to follow this career to an extent that it becomes a family career. In this instance, parents will be actively involved in their learner's activities both at school and at home to ensure that the children do what their parents planned for them.
2.2.3. Communication theory
Effective communication will enhance parent involvement by easily making information accessible to parents. Telephones, notices and letters are effective forms of school-to-home and home-to-school communications about school programmes and children's !Jrogress R.es€arr:h s!9t"=s th:.t there
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!::le translators to accommodate language proficiencies at diverse schools. Educators should continue with efforts and make the parents and the public feel welcome, responsible and important as active partners in school governance. This meansthat educators and school management should operate in a manner that parents are attracted to take part in school activities. Parents want to be valued and
welcomed members of the school community. They want to know how to make
their voices heard, to know that they will be listened to, involved in decision
making and be sure that their views will be taken seriously (Department of
Education, 2005:17).
The theoretical background of this study has provided some ideas on which this
study is based. It is imperative for the researcher to focus on the issues of parental involvement as a double folded exercise in which parents are highly involved in their children's education because of their rights and obligation as
adults. On the other side, they are expected to be learners who also need
support, guidance and motivation and these issues should be provided by the
schools. This is done to help parents help their children at home and at school.
Although some important elements of this study have been mentioned in the
theoretical background, it is however, essential to indicate a clear account of this
study by providing the importance of parental involvement, whether parents are
actively involved, what causes their involvement or un-involvement and how to improve it.
2.3. REASONS FOR PARENTAL INVOLVEMENT IN LEANING AND TEACHING
2.3.1. Parental involvement as a right and obligation
The democratic ideal recognises that parents have an important role to play
(Wescott & Konzal, 2002:6). Parents are expected to create a nurturing home
environment that asks relevant questions about what children do at school. This
will help parents to provide support for any activities or projects. Parents are exoected to attend school meetings and activities regularly to establish a good link with their children's schools. It means that even if parents have a moral obligation to support and encourage the personal, social and academic development of their children, they also have both a right and obligation to make
sure that children are well educated by the school they attend. Parents are both teachers of their children and mediators of the school culture and as models for learning, they exert a powerful influence on children's ability to learn at school. This study reveals that connecting and communicating with parents on school matters is not just a matter of playing lip service to parents' right to be involved, but doing so will enable teachers to do their work more effectively and parents will be more likely to have more positive opinions about teachers (Wescott & Konzal, 2002,7).
2.3.2. Parental involvement offering direct benefits for children, educators and schools
In consideration of the important role that parents should play, Gordon, Donaldson, and Sanderson (1999:4), mention that there are different benefits for parents. These benefits are:
• First, working together has direct benefits for children. Youth service providers want parents who support their agencies and programmes practically and politically. Young people also want dialogue with their parents and other adults about the issues, choices and pathways facing them. As adults share information about students, teaching and their roles as parents and teachers, their repertoires are enriched and their effectiveness with their students and children grows. Active cooperative efforts by teachers, parents and others have influenced the educational environment and experience of children which resulted in increased academic achievement.
• Parental social support should thus be established and improved through effectiv~ coMmunication gnd intergction. !n tl1is regard, soda! S!.!;Jpcrt is conceptualised for physical activity using various typologies, which included instrumentai and direct support such as transportation to an exercise class, emotional and motivational support such as
encouragement and praise and observational support such as modelling healthy behaviours. Parental facilitation in physical activities such as sports, make it easier for children to be physically active by providing them with clothing and necessary sports equipment .Since many students will not easily go to places where different school activities are held, parents will provide this service either by financing trips for such activities or taking their children to different places where these activities are held. This form of service is an exceptional responsibility that families could offer (Kanan & Samir, 2009:331).
• Second, working together has direct benefits for educators. Educators want engaged parents who can help with the development of school-based - program, extra-curricular activities and the kind of reinforcement and extension of academic learning that happens best at home. As educators learn to work together with parents, their sophistication and professional efficiency grows, contributing to a rising spiral in the quality of their work with one another and children. As a known fact, teacher growth and change thrive in an environment where the school community shares values and goals, where teachers are provided the time to work together.
• The third major benefit of parental involvement is the professional enrichment of the school's culture. Schools can move forward only if decision-making authority and strategic autonomy are collectively held by those closest to students. In this way, parents can be encouraged to be actively involved in their children's education if the schools can give them c: !sgitimate p~ace :n the school and its governance. ·-11 I .:IVIIIC ;:,\,1 IVVI;:o ---- --L...--•-where norm of continuous development is coupled with a norm of collegiality, parents' natural interest and growth can be tapped and
innovation and change can be generated.
• Tne fourtn benefit on parental Involvement !S that parents also benefit from their active involvement in their children's learning and teaching activities. It means that when they interact with other parents and educators they will develop new parenting and interrelational skills. Parental involvement in
the schools enlarges the communication process among parents, teachers and school administrators. In most cases information received from the home-school partnership has in many times assisted the parents in their skills in working with children in the home.
2.3.3. Parental involvement as a source of motivation
A further role of parental involvement in learning is provided by a well-known psychologist, A.H. Maslow. He conveys an interesting theory in which he supposes that each person has certain important needs (Lamprecht 1996: 28). According to Maslow, each need must be satisfied before a child moves to the next one. He places these needs in order from the most basic (food and clothing) to the more sophisticated (self actualisation).The principle of Maslow's theory gains significance when discussing motivation which begins at home. It means that when a child develops, parental involvement is secondary in that the child is supervised and guided by the parents. In this case, a sense of responsibility is fostered to the child at an early age. Parents are therefore expected to offer a stimulating environment for the development of a motivated child. A child can only become motivated if he/she grows up in a home where all his needs are met.
As stated by Lamprecht (1999: 115), parents are motivated in various ways to be actively involved in their children's education. According to him, parents are encouraged to participate in their children's education because they wish to protect their children against future disappointment and punishment, while on the other h;md they may be w!!!ing to attach more va!!..!e to the ch:!drer:'s scholastic achievement. Seemingly, parents become actively involved in their children's learning and teaching activities as they have a fear that their child will disgrace them by not doing well. In some other cases, parents expect more from their children than they themselves managed to achieve and this leads to positive parent involvement. Important of parental involvement in learning and teaching is that it offers motivation to teachers, learners and parents.
Although there is a great need that parents should be actively involved in their
children's education due to their enormous importance indicated above, there is
an equal need that this study reflects if schools receive the necessary support from parents. This idea will be briefly discussed in the following section of the
study:
2.4
.
THE LEVEL OF PARENTAL INVOLVEMENT IN LEARNING AND TEACHINGOne of the aims of the study was to assess the level of parental involvement in learning and teaching. It is a purpose of this literature review to ascertain or inform about the nature of parental involvement in different areas. It should also inform this study if schools are satisfied about the role that parents play in
schools. Perhaps the following open-ended question will be relevant to gain more
information about the level of parental involvement in learning and teaching:
Are parents effectively involved in learning and teaching of their children?
Although it is indicated that parental involvement in education is very important.
research indicates that other parents are not actively involved (Wescott & Konzal, 2002:35). This research states that parents are not given enough time by
educators to discuss their children's performance. Parents who have more than
one child in a school have a problem of trying to go through the schedules of two
or more children at once. In most cases, teachers complain that other parents do
not attend school conferences and meetings or attend any school event such as
watching their children's sporting activities.
In this case, most researches indicate that getting parents involved in school
activities is more difficult now than it once was because, from the parents'
perspective, most have little choice in choosing a school. Many parents feel
powerless to influence schools and are threatened by the authority of the school
and some feel that running the school should be left up to the experts. Others
Konzal. 2004:13 and Singh & MbokodL 2002:301). ln connection with t:,e above views. Vassallo (2001: 1) adds that the parental role in education is crucial in ensuring the success of learners, but there appears to be insufficient participation of black parents in different management activities of the schools.
The problem of un-involvement had also been identified in the meeting held between the teachers and parents in Delareyville in 2006. This meeting was organized by the then MEC for education Rev. Johannes Tselapedi in response to the poor performance reflected in the Greater Delareyville's matriculation results. In this meeting, many parents reflected that they have no clear idea of the role they have to play in their children's education. One of the parents cried that her children do not want her to see their school activities as they believe that she has nothing with which to help in their academic activities. On the other hand, teachers also complained that learners absent themselves regularly, arrive late, do not do their school work properly and do not wear proper school uniform. They also indicated that there is a high teenage pregnancy rate in their schools which often leads to high failure rate and dropout.
Although there is a need that schools .should review their approach to their teaching and management styles, parents should also take responsibility to motivate their children in order to be actively engaged in their learning and teaching activities. In the Annual Assessment Report (2010:3), learners could not read and interpret examination statements correctly and the findings of the assessment committee were that parents are not engaged in encouraging their children to read more newspapers or magazines at home. In response to this report, the home-schooi reading system was organized. This system entails that parents are part of what the child reads at home by often listening to what the child will be reading at school the following day. The parent is expected to sign as evidence that the child is taking efforts in his/her guided ieading activities. In a cultural perspective, it sounds unnatural to maifE' ~t;;!0~!e s:~:-:. ;:;c.tJcLAlai:y aduits. This often shows lack of trust that someone can do the work she/he is assigned to do. The most important question would be "are parents willing to be part of their children's learning and teaching activities?"
Research has ;iidicated that some paie:iits se:e:m
w
be actively involved whiie otheis aie also willing but unable bt:cause they donot
know how. in this case, Msila (2004:301) confirms that parental involvement in education is beset with problems because it is influenced by a number of factors that include the parents' social class. Parental involvement can be influenced by the socio-economic status and academic levels. The oncoming debate in this study is to assess whether other countries experienced similar problems as far as parental involvement in learning and teaching is concerned. The debate will be a discussion on parental involvement beyond South Africa and the outlining of different factors disturbing the effective parental involvement in learning and teaching in order to identify effective strategies to enhance it2
.15;
PARENTAL INVOLVEMENT BEYOUND SOUTH AFRICCAThe Human Sciences Research Council in the U.S.A and Australia revealed that children from divorced families show more difficulties at school as they experience an increased negative self-image and low self-esteem. They further argue that a family that began with two parents (nuclear family) and shift to single parent status will experience increased stress for a period of time if not permanently. A study by the Human Sciences Research Council shows that African women were more than six times more likely to be single at the age of fifty than their white or Indian counterparts. Seemingly, this will be 6ne of the difficulties in learning and teaching of their children as most of these parents at this age will be forced to be engaged with learning and teaching demands of their children who will be at higher educational level (Maclanahan & Sandefur, 1999:112).
Nlost of the primary schools in Britain prior the 1980's, also experienced poor oar ental lnvolvornent. i(l learning 8nd (eBching ~:wolferd~!'=. ·1999·
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Tni~ resulted in a series of poor learner behaviour and increased le2rner dropouts and faHure rates. HG~vever, tha :ccaticn of respoiisibiHty fai chiidr;2:;r:s educational success o; fai:uie had also been a cent;a; identifiable theme in home schooirelations in Britain. A similar notion that parents have a direct or indirect influence on their children's educational progress has never been a simply held belief for it has been moulded by a variety of contradictory forces such as political, theoretical, pragmatic and economic.
Learners and parents in many South African' Schools could not suppress their desire to be critical of teachers when outcomes did not go as well as expected for their children. Seemingly, parents had started to raise their doubts concerning educators' styles, methods of teaching and their academic qualifications as primary causes of their children's failure. As a result, the Education Reform Act of 1988, was implemented and resulted to the strong parent-teacher relationships in which regular assessment points throughout the primary and secondary schoolings in Britain were conducted.
This regular assessment point system evoked parental interest in numbers and grading on test scores. It means that when individuals or groups of children are seen to fail in a particular assessment activity, there will be a resurrection of the good versus bad schools debate from parents' point of view. There is a clear
indication that parents are given a huge stake for decision-making on their children's performance in learning and teaching activities. Currently, parents are seen as the primary forces in their children's education in British schools.
Like Britain, many schools in America suffered from poor parental involvement prior 1980's (Goldenberg 2004:26). As a result, the Lawson Middle School in Chicago experienced extremely poor results. It was revealed that learners were also involved !n a series of gaiigsterism and attached no value to their school activities. The research conducted by the district team had also revealed that
• parents are not fully engaged in their children's academic activities; and • the school has a large number of children wh0 '::~!:!:~~
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